Effects Of Subjective Factors On Second Language Learnig(L2L)

In order to promote the activeness and initiative of learners and allow them to take theirlearning advantages,a teacher should be fully aware of the psychological process and models ofL2L．For no matter how well learners can command a language,their subjective incentives play adecisive role,that is the case particularly for non—Eniglish majors,who are always exposed tocrowded,serious and teacher—centred learning contexts.

The Correlation between L1A and Second Language Teaching

L1A(first language acquisition)is expected to shed light on the L2(second language)teaching.However,how far L1A correlates with second language teaching is an argument that never ends.Hence,the hypotheses on L1A and its connection with L2 Teaching are analyzed,along with a discussion on the relationship between L1A,L2A and L2 Teaching.The limitation of L1A to L2T is elaborated from the aspect of literacy,age and time distinction.

Native Speaker and L2 User in Language Teaching

The target of much language teaching and learning is to make students approximate to native speakers.The only rightful speak ers of a language are its native speakers.Contrary to these contemporary views,however,this paper argues that the obligation of the lan guage teacher is to help students to use L2 effectively not to simply imitate native speaker.A successful L2 user who comes from the group of L2 learners can be a model for students.Therefore,non-native teachers with a high degree of language proficiency and good teaching skills can be ideal and qualified language teachers.

Error Correction Strategy Use in the Second Language Classroom： A Study of Junior High School English Teachers in Ghana

Error correction, in recent times, is seen as one of the important teaching processes in L2 （second language） learning, because comprehensible inputs alone is insufficient for acquisition of language. However, few L2 teachers know much about error analysis and how to correct errors in the L2 classroom. Error correction is a very complicated and a thorny issue in L2 teaching and learning. L2 teachers, therefore, need to be armed with ways in which errors can be treated to ensure maximum effect yet with less harm to learners. Identifying learners＇ errors is very important in L2 learning, but how to correct them to give the desired effect is equally important and very challenging to L2 teachers. It is therefore crucial to initiate a study in Ghana to find out how errors are corrected in the Ghanaian English language classroom. This case study used complete observation and semi-structured interview as data collection strategies to identify error correction strategies/types English teachers use in the Ghanaian JHS （Junior High School） classroom and how error correction/treatment can be improved to facilitate English language teaching and learning. The findings of the study showed that explicit error correction technique was the most commonly used followed by recast, elicitation, metalinguistic clues, clarification request, repetition, and cues. It was also found that the causes of the disparity in the use of the various error correction types were inadequate teacher preparation, incompetence in English language, limited knowledge in error correction, caliber of students, and insufficient teaching time. This study identified that the situation can be improved through effective teacher training, in-service training, learner involvement, and effective planning.

Second Language Learners＇ Intuitions of Grammaticality

The cornerstone and the single most fundamental change in perspective on the nature of language and language learning is, perhaps, the focus on learners as active creators in their learning process, not as passive recipients. The study aims at investigating some second language learners＇ meta-linguistic ability in solving multidimensional grammatical problems. The subjects of the present study were 40 Egyptian students who were in their fourth year of academic study in the Department of English and Literature, Faculty of Arts, Menufia University, Egypt. The instrument of this study consisted of pre-test, post-test and individual interviews. Two tasks were used： （1） ＂Sentence Completion＂ task; and （2） ＂Error Recognition and Correction＂ task. Finally, students were interviewed to explain and comment on their performance in the previous tasks. The data were analyzed both quantitatively and qualitatively. Results were obtained and conclusions were made.

Fluctuations and Directions in Teaching Second Language Writing

The research literature on teaching writing in a L2 （second language） has inspired L2 writing teachers with various sorts of activities in the last few decades and scholars have highlighted multiple aspects of L2 writing on which L2 writing teachers should focus. This paper presents a chronological sketch of the main approaches and trends in teaching and researching L2 writing around the world. It summarizes the components of L2 writing addressed in these approaches and enumerates the dimensions of L2 writing stressed in different approaches including language structure, text functions, themes and topics, creative expression, composing processes, content, genre, and context of writing. Referring to the types of knowledge that need to be imparted to L2 writers, the paper exemplifies teaching activities that can enrich L2 writing classes. The theme that emerges from the discussion is that varied pedagogical implications of the research literature will not be confusing for L2 writing teachers, if they broaden their vision of L2 writing to extend a social view to all dimensions of forms, processes, audiences and L2 writers Teaching L2 writing is presented as the teaching of social individuals using socially-mediated processes to produce socially-meaningful texts for socially-aligned audiences

The Fuzziness Principles of Language Teaching and Its Applications in Second Language Learning

Fuzziness is the nature of language. If the students can make full use of the fuzziness in language, their communicative competence will be greatly improved. So the fuzziness principles are advanced here to guide language teaching, which are the principle of tolerance ambiguity and the principle of active selection. And teachers should try to cultivate the students＇ cognitive learning style of inference, guessing, and association. In this way the students＇ communicative competence of using L2 will be improved.

The Use of Cognate Words and Interlingual Homographs to Investigate the Cross-Linguistics in Second Language Processing in Iran

Various investigations have shown that the native language impacts foreign word recognition and this influence is adapted by the dexterity in the normative language. Cognates, words which area like beyond two or additional languages in some fields signify an attention-grabbing, illuminating, and crucial facet of foreign or second language learning and research. Forty-five （males and females） participants have been randomly chosen and participated in the experiment in Islamic Azad University, Zanjan, Iran, in 2014-2015 school year. The participants＇ age was between from 18 to 28, with a mean age of 21.5 years. The materials were divided into two groups which include 30 true cognates and 30 false cognates words from 300 words by doing CVR （content validity ratio） and CVI （content validity index） （Lawshe＇s table with index of 88% and 82% respectively） for being reliable and valid. These words have been taught to them, after a week, a test has been prepared about those words. According to the results of T-test for comparing the average marks of learning in every two groups can be said that there is a meaningful difference between the scores. The results show that the students learned true cognate words better than the false cognate words. The results of this investigation conjointly make sure the expectations that cognate-based instruction can absolutely impact in second language acquisition.

Studying Language Learners＇ Cognition： Perspectives in L2 Teaching

This paper investigates one aspect of the processing perspective in L2 （the second language） learning： the processing of new words. The article does not try to offer a comprehensive overview of language acquisition mechanisms, but rather it intends to review more narrowly how our conceptual systems, governed by intricately linked networks of neural connections in the brain, make language development possible, at the same time creating some L2 processing problems. Vocabulary acquisition and application has been one of the main issues in English as a Second Language （ESL）/English as a Foreign Language （EFL） learning and teaching research. EFL instructors in Bosnia and Herzegovina, in particular, are coping with the effective vocabulary teaching approaches. The current paper will examine three principles based on cognitive linguistics （CL）, namely the study of categorization, prototype, and metaphor, and applications of these principles in formal vocabulary instruction in a Bosnian context of English learning in Bosnia and Herzegovina.

The Effect of Using L1 （Arabic Language） in the L2 （English Language） Classroom on the Achievement in General English of Foundation Year Students in King Abdulaziz University

This study aims at investigating the effect of using L 1 （Arabic Language） while teaching a target language （English Language） on the achievement in General English of foundation year students in King Abdulaziz University. To achieve the purpose of the study, the researcher used an experimental design： an experimental group and a control group. The independent variable is using L1 while teaching English in very limited and specified areas. The dependent variable is students＇ achievement in general English. The statistics used is the t-test. The population of the study was all students enrolled in the foundation year 1431/1432 in the ELI （English Language Institute） at King Abdulaziz University. The sample of the study consisted of 50 students taking North Star in the sections A and B as a university requirement in the foundation year 1431/1432 in King Abdulaziz University. The results of the study were in favor of banning Arabic in the English language classroom as shown in the mean scores of the control and experimental groups in the tables. It is recommended that teachers and instructors should be trained to use teaching strategies that help them use English only in the English language classroom.

The Negative Influence of the First Language on the Second Language Learning

Except for positive transfer, the first language has a bad effect on people's second language learning undoubtedly, which is the very thing all second language learners ought to pay attention to and overcome.

An Exploration of the Influence of Willingness to Communicate on Second Language Communication

This qualitative study aims at exploring the influence of L2 learners' willingness to communicate(WTC) on second language communication. The participants involved in this study were 7 beginners learning Mandarin in a Chinese university whose native languages were totally different. Multiple sources of data were collected, including classroom observations, semistructured interviews and stimulated recalls. The results indicate that the students with higher level of WTC were more fluent in L2 Chinese communication, and the student whose native language or second language is Russian performed better in Chinese communication.

Use of Native Language in Foreign Language Classroom

Throughout decades of foreign language(L2) teaching,a recurring issue has been the role of the first language(L1) in the classroom.A long-term and wide-ranging debate persists regarding practical and theoretical questions about the significance of the L1’ s obvious influence on the L2 being learned.Although many feel that the L1 should not be used in the classroom,other researchers, teachers,and learners do see a role for the L1 and support its use as a communication strategy and instructional tool.This article will look at the historical background of this topic,and describe how the L1 is currently being used in the L2 classroom,including in written translation activities.A specific explanation will also be given about the benefits of using translation for assessing reading comprehension.

Differences in the Motivation of Teenage Learners of English in A Chinese Language Context

This paper aims to explore motivational variations in different teenage English learner groups in Chinese context.Drawing on L2 Motivational Self System as the theoretical framework,combining You and Dornyei’s research with my professional teaching experience,this paper found that students who learn English for the purpose of passing the exam,ought-to L2self dimension is the highest,with L2 learning experience and ideal L2 self following behind.Students who tend to live or study abroad,ideal L2 self is the best predictor,followed by L2 learning experience and ought-to L2 self.This indicates that teachers should improve teaching methods,apply motivational strategies in the classroom,and encourage and help students to use selfmotivating strategies to motivate themselves.

The Role of EQ in EFL Students＇ Foreign Language Learning

EQ （Emotional Quotient） is considered a key component in foreign language learning. This study examined the relationship between EFL （English as a Foreign Language） students＇ EQ and learning strategies, English proficiency with EIS （Emotinal Intelligence Scale） and Strategy Inventory for Language Learning as well as students＇ tests in English listening, speaking, reading, and writing. Pearson correlation and regression analysis were applied in the data processing. The subsequent data analysis reveals that there is significant relationship between EFL students＇ EQ and their learning strategies as well as English proficiency. The correlation between EQ and affective strategies and the correlation between EQ and English speaking proficiency are higher than others. The factors which contribute to the correlation are analyzed. Furthermore, it is suggested for EFL teachers to take measures to facilitate students＇ EQ in classroom teaching

Lexical Richness and Overall Language Proficiency

This study investigated the relationship between lexical richness in L2 writing and overall L2 proficiency.Three measures of lexical richness were identified and operationalized,i.e.lexical density,lexical sophistication and lexical diversity.The study collected 48 sets of texts written by learners at different proficiency levels from the ICNALE(International Corpus Network of Asian Learners of English),and the learner texts were analyzed for lexical richness using a web-based lexical complexity analyzer.The quantitative analysis revealed a lack of significant difference in lexical richness between different proficiency levels.Relevant pedagogical implications were discussed.

The Use of an Elicited Imitation Test to Measure Global Oral Proficiency of L2 Chinese at the Postsecondary Classroom Level

With a growing number of foreign language studies on proficiency outcomes,it is imperative to address the challenge of measuring students’proficiency development in a language program where standardized proficiency testing is not readily available.This article reports administering a Chinese elicited imitation test(EIT)by an instructor to track students’global oral proficiency development in a small language program in a mid-size U.S.public university.The test results from the EIT of second language(L2)Chinese suggest that this tool can provide the instructor with valuable insights into students’oral proficiency.This study also discusses the potential practical value of using this EIT in a language program with limited resources for standardized proficiency assessment.The hope is that this study will encourage language educators who are not already doing so to start using empirical evidence from a valid and reliable proficiency measurement tool to reflect on,improve,and guide their instructional practices.

关于凸区域上椭圆方程的弱解及其导数的L^2-估计

研究了有界凸区域上非齐次散度型二阶椭圆方程- i( aij( X) ju( X) +bi( X) u( X) ) +ci( X) iu( X) +c( X) u( X) =f( X)的非零 H1 0 -解 u的二阶导数的 L2估计 ,得到弱解 u∈H2 ( D)∩H1 0 ( D)且有精确估计‖u‖H2 (D) ≤Cdiam(D) 2 ·‖ f‖ L2 ( D) ,常数 C与区域 D的直径等无关 .

Motor Compatibility Effect on the Comprehension of Complex Manual Action Sentences in L2:An ERP Study

Embodiment theories proposed that the comprehension of language involves sensory-motor simulation in the brain.The present study examined the brain response to motor compatibility effect in comprehending action-related linguistic materials for participants learning Chinese as a second language(L2).In this study,participants are required to read action-related sentences describing an agent performing two manual actions simultaneously or sequentially by manipulating temporal conjunctions.The sentences with simultaneous actions are marked by Chinese parallel structure一边……一边……(“while”)showing non-congruent motor condition while the sequential action sentences are marked by先……然后……(“after”)showing congruent motor condition.Event-Related Potentials(ERPs)were recorded with the second verb phrase.A larger fronto-central late positivity was observed for the sentences with simultaneous actions rather than the sentences with sequential actions due to body constraints,revealing that late L2 Chinese learners integrate embodied knowledge while processing action-related complex sentence despite demanding more cognitive resources,and longer processing time.

Does Time Studying of Spanish Make Learners More Cognizant of Their Learning Styles？ Evidence From Novice and Senior L2 Spanish Learners

This study explored the perceptual learning style preferences in L2 （second language） Spanish. A group of first-semester and fifth-semester university students participated. The aim was to verify whether time studying of Spanish would strengthen learning preferences making senior students more cognizant of their preferred styles. Senior students were, therefore, more expected to self-report major （i.e., strong） style preferences than novice students. The participants completed a style questionnaire and named preferred in-class language activities. Results showed that the novice rather than the senior students, self-reported strong style preferences. The senior students consistently reported minor preferences and named activities that favored peer collaboration over perceptual styles. It is likely that after several semesters of learning Spanish, senior students were less certain as to whether language learning relies on strong style preferences. Instead, they probably learned to acknowledge the benefits of a flexible disposition, integrating several minor style preferences for a successful learning of Spanish.